Social Studies Standards for the

Next Generation

Carole Mullins, NBCTKDE Instructional Specialist

carole.mullins@education.ky.gov www.kvecsstln.weebly.com

KVECISLN Meeting

October 21, 2014

Todays Resources located on www.theholler.org

1. Log on the holler. If you have not done so, join the holler and create a user name and password.

2. From the home page locate the horizontal listing of options (directly below your name).

3. Click on RESOURCES.4. Locate and click on the ISLN folder.5. Click on the October 21, 2014 folder to find all of

the tool and resources used in today’s presentation.

What if…What if I were teaching students with the hope of

preparing them to face a world 20 years from now…

What skills will they need to be successful?

Social Studies education for the 21st Century must equip learners with the dexterity

of mind to question, evaluate and communicate

what is necessary to become active, productive and engaged citizens in a

culturally diverse, democratic society.

WHY NEW? WHY NOW?

James just started Kindergarten. He will enter the workforce around 2030.

How will we prepare him?

Why New? Why Now?

Stnds Not?Stnds. Are?

What Does James Deserve?

• Everyone at the table choose a section of Source C.• Divide the other sources among yourselves.• Read and Identify a “Why New? And a Why Now?”

from the sources.

What standards are … What standards are NOT …

READ: “Standards are not Curriculum” Highlight statements that support what STANDARDS

ARE in one color Highlight statements that support what STANDARDS

ARE NOT in another color.

Standards are the destination…routes are the curriculum.

Re-imagining StandardsWhat informed development of

KCAS for Social Studies Progressions?

• C3 Framework for Social Studies • KCAS Literacy Standards for History/Social Studies• Global Competence Matrix for Social Studies • 21st Century Skills Map for Social Studies • Social Studies Content Knowledge• Revised Bloom’s Taxonomy Process Verbs, Assessments and

Question Strategies

What does James deserve?

James just started Kindergarten. He will enter the workforce around 2030. How will we prepare him?

The Architecture

Inquiry Cycle

Inquiry Cycle

Inquiry Cycle

Inquiry Cycle

Disciplinary Core Concepts

Four Disciplinary Core Concepts

• Civic Mindedness• Economic Decision Making• Geographic Reasoning• Historical Thinking

Fifteen Anchor Standards

• Define College, Career and Civic Readiness in Social Studies

K-12Progressions

• Emphasize developmentally appropriate skills/reasoning

OVERVIEW: Attributes of the KCAS for Social Studies

Inquiry Cycle

15 StandardsStandards Page 17

Concept of Anchor Standards and Progressions

Anchor Standard 1

Civic and Political Institutions Determine the importance of the institutions of society and the principles that these institutions are intended to reflect, which requires the demonstration of in-depth understanding of law, politics, and government.

K Identify the roles and responsibilities of community members

1st Explain the need for and purposes of rules in a community

2nd Explain what governments are and how communities work to accomplish tasks and establish responsibilities

3rd Explain how citizens responsibly participate in democratic processes and practice civic responsibility

4th Describe the origins, functions, and structure of state government to determine how it supports freedom within a democracy

5th Explain how government effects how citizens, political and economic groups function within society

based on C3

Standards Page 27

Focus on Inquiry enhances classroom practice…

Learning Progressions

1. CongruencyDoes the progression hold true to the Anchor?

2. CoherencyDo the grade level progressions fit together

without any gaps?

3. ClarityDo the standards contain clear language that is

measurable?

Standards Page 27

Example:

Standard: 1Grade (s): 6

For clarity, standard should include “and other governing documents throughout history” in addition to U.S. Constitution.

Analyzing Disciplinary Core Concepts (DCCs)

for Your Grade Level

Civic Mindedness

Economic Dec. MakingHistorical Thinking

Geographic Reasoning

K D

K D K D

K D

Geographic Reasoning3rd Grade

Know Do

Instructions: • Visit the grade level chart before and after yours.• Using your journal, note the progressions of the KNOW and DO among the

three grade levels.• Return to your grade level group and have a discussion around these three

questions:

• Is your grade level the first time the specific content is introduced?

• What supporting content comes in the previous grade level?

• How does your content progress to the next level?

Focus Group Online Survey

During lunch, decide which member of your district team will participate in a small focus group.

Online Surveyhttps://www.surveymonkey.com/s/sskcas

https://www.surveymonkey.com/s/kcss2014 

In order to demonstrate

mastery of these standards,

what skills will students need

to develop?

What are your learning needs?

Be prepared to share these needs at the October 28th Network Meeting.

To move your practice from “here” to “there”,…

Projected Timeline At A Glance…

• September 2014: Targeted Focus Groups*Higher Education*Content Leadership Networks (Sept 25th)*Other Key Stakeholders

• October 2014: First Read KBE • November 2014: Representative sub-group of teacher

standard writers will convene to review and refine draft• December 2014 Second Read• January 2015 Public Comment Period• 2015-2016 Implementation

Social Studies Teacher Leader Network Meeting: October 28th

Assessment LiteracyClassroom Assessment for Student Learning

FOCUSDeepen Capacity of teachers to facilitate student-led questioning

as a natural part of the instructional process.

www.rightquestion.org

BREAKOUT SESSION:Inquiry Cycle: Teaching Multiple Thinking Abilities in One Process

K-4 and 5-12